Leading Positive Change through Strong Relationships and Communication

The library program is the ultimate learner-centered environment and as such is as dynamic and evolving as the students it serves. Just as school librarians foster a growth mindset among students, they have an obligation to reflect on their own personal and program effectiveness with an eye towards opportunity by asking:

Am I meeting the learning needs of my students?

Am I engaging with students (and teachers) in ways that encourage personal growth?

Librarians who are effective leaders think about how to do better and plan for improvement. At the same time, they live in a world in which external forces such as staffing, funding, technology, or schedules, to name a few potential issues, might be blocking the path to positive change. The ingredients for success in effecting change are found in establishing strong, positive relationships, and cultivating savvy communication skills. That might seem obvious. However, there’s one more key piece too often overlooked as a powerful tool for advocacy: convincing data that supports the case for a specific vision or objective. Data that is compelling, relevant, and comprehensive proves a point in ways that are hard to ignore. Those who plan carefully and act purposefully are more likely to ensure a result worth the investment of time and energy.

Click to Enlarge +Leading Positive Change through Strong Relationships and Communication

Before jumping straight to data strategy, it’s critical to understand how to cultivate opportunity. Advocacy is an endeavor greater than simply informing others of a need and asking for support. Successful advocacy efforts inspire others to take specific action to further a common objective. Recognizing how to get to that place of inspiration is not so difficult, but it requires sustained attention. Positive relationships and a sense of situational self-awareness are built through every conversation and established over time. Conversations are relationships, so communicating with administrators in ways that engender trust, credibility, caring, and insight establish the kind of relationship that is open to new ideas and investments. Principals rely on school leaders, and librarians are well-positioned to fill this role. Mandy Lupton shares a 2016 Australian study in School Libraries Worldwide that is encouraging for school librarians everywhere. Focused on principals’ perceptions of the instructional role of teacher-librarians, the study shows that principals value librarian leaders and respect individuals who demonstrate their instructional credibility and act as advocates. As one principal explained:

We’re looking for people who have demonstrated good, effective teaching….They see their role as being the person who works with, not for, or over, or around teachers. And I think that’s a critical thing—that they are able to contribute to the conversation about pedagogy, contribute in a way that people find credible and useful. So, they need to be able to challenge us, and they do. They challenge and lead and advocate (55).

Common values shared by the principal and librarian can lead to developing mutually beneficial objectives, but it’s up to the librarian to connect the dots. An understanding of where the principal wants to go with school improvement and how that reflects his or her values is the entry point for librarians to connect through conversations that build relationships. With that established, communicating a vision for the library program that aligns with, supports, and furthers school priorities takes thoughtful planning—including considerations for the role that compelling data will play in the effort.

Choose the Right Target

Understanding the school administration’s priorities guides the creation of a viable library program objective for improvement that is likely to gain support. Whether a need involves funding, staffing, or some other issue, the chances of success are maximized when what the school librarian is asking for is aligned with the goals of local and district leaders. For example, a school administration’s priority of personalizing learning through blended learning strategies aligns with a librarian’s objective to upgrade technology through the purchase of a class set of tablets for learning in the library. Once that alignment is verified, then the communication plan is designed.

The plan to address a need or to call for change is crafted with some thought as to whether or not the target “ask” is one likely to be granted. The investment of time, energy, and funds must create a high return, and the action requested cannot be considered self-serving. One way to analyze the appropriateness of an objective is to determine a theory of action statement. Although a theory of action is most commonly used to address a problem of practice, its structure can be helpful for more targeted needs. Utilizing this approach will help evaluate a given objective and could be included in the rationale for the request. These if-then statements connect the objective with achieving results. The University of Washington’s Center for Educational Leadership has developed a free downloadable tool providing more information on how a theory of action works and includes guidance for developing your own (http://info.k-12leadership.org/creating-a-theory-of-action).

A simple theory of action statement could be as follows:

If the principal purchases a class set of tablets for the library, then the librarian will have the tools and capacity required to develop and provide differentiated blended learning experiences so that all students can personalize their learning by exercising more choice.

The librarian will need to explain how tablets in particular can fill this need.

Data Matters

Evidence that supports a request can make all the difference in its success. Quantitative and qualitative data matched with a reasoned opinion is powerfully persuasive. Keep in mind when looking at quantitative data, that the numbers themselves aren’t impactful unless placed in context. Be sure to communicate not only what patterns and trends mean, but also why they emerged as they did. What variables account for significant changes in data over time? Interpreting data is an important frame for understanding, but be sure to be transparent about the method and reliability behind the results.

Qualitative data is usually what most people remember. Gathering quotes from students, staff, and parents on an issue; looking to expert testimony from an authoritative outside source; and identifying anecdotal evidence that makes the need visible makes a request relatable and illustrates the potential impact of success. Again, the key is to ensure clarity around how these pieces support the objective and align with school priorities.

Stacy Liketeig and Jo O’Garro from the Omaha Public Schools library services department conducted a data study that successfully demonstrated the value of their library programs. They strategized through a division-wide program evaluation to collect data about the importance of library resources and usage, focusing on the impact on grades, test scores, literacy development, and more. By aligning their data collection with strategic plan goals and partnering with the division’s research department, they were able to draw the conclusion that fully staffed libraries correlated with greater student achievement in their district. As a result, they brought leverage to budget and staff meetings and are revisiting related policies.

School library leaders know the needs and interests of their students, administrators, staff and parents. They are connectors, able to take a balcony view of instruction across grade levels and content areas to determine multidisciplinary connections and the holistic progression of skills and knowledge. Most importantly, they recognize how the library program elevates learning for deeper engagement, achievement, and long-term development for student success. With strong relationships and strategic communication supported by data, school librarians can be the change agents their leaders value most.

Works Cited

Lickteig, Stacy, and Jo O'Garro. "Data Crunching Proved This School Library Program Was Crucial." School Library Journal (July 8, 2016). http://www.slj.com/2016/07/research/data-crunching-proved-this-school-library-program-was-crucial/#_.

Lupton, Mandy. "Adding Value: Principals' Perceptions of the Role of the Teacher-Librarian." School Libraries Worldwide 22, no. 1 (January 2016): 49-61.